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1.CURRENTTRENDSiNTEACHEREDUCATiONANDEvALUATiONiNTHEUSA
bedesignedtocaptureperceptionsofwhethernewteacherswhoareemployedas
teachersintheirfirstyearofteachingintheStatewheretheteacherpreparation
programislocatedhavetheskillsneededtosucceedintheclassroom.
Teemployersurveywouldbedefinedasasurveyofnewservinginfull-time
teachingpositionsforthegradelevel,span,andsubjectareainwhichtheteachers
werepreparedthatisdesignedtocapturetheirperceptionsofwhethertheprepa-
rationthattheyreceivedwaseńective.
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4.Accreditation
Tefourthindicatorofacademiccontentknowledgeandteachingskillsofapro-
gram’snewteacherswouldbeadeterminationofwhethertheteacherprepara-
tionprogramisaccreditedbyaspecializedaccreditingagencyrecognizedbythe
Secretaryforaccreditationofprofessionalteachereducationprograms,produces
teachercandidateswithcontentandpedagogicalknowledge,withqualityclinical
experiencesandmetrigorousentryandexitqualifications.
AlsoKumashiro(2015)pointstoaseriesofuvitalpolicyconcerns”raisedby
theproposedregulations.Teyinclude:
•Theyunderestimatethecostandburdenofimplementingthemuquite
high,”butalsouunnecessary.”
•Withnofoundationinevidence,theyblameindividualteachers-rather
thanrootsystemiccauses-forthegapseparatingeducationaloutcomes
ofaffluentandwhitestudentsfromthoseofeconomicallydisadvantaged
studentsandthosebelongingtoracialminoritygroups.
•Theyrelyonanuimproperlynarrow”definitionofwhatitmeansfor
teacherstobereadytoteach.
•Theybankontest-basedaccountabilityandvalue-addedmeasurement
ofteachersinanalyzingdataaboutteacherperformance-eventhough
thosemeasuresandtoolshavebeenuscientificallydiscredited.”
•Theyarepremisedoninaccurateexplanationsforthecausesofstudent
achievementandunderachievement,andasaconsequencewilldiscour-
ageteachersfromworkinginhigh-needsschools.
•Theywilllikelylimitaccesstotheteachingprofession,especiallyforpro-
spectiveteachersofcolorandfromlower-incomebackgrounds,bychok-
ingofffederalfinancialaid.
